Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure.

Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing.

Tests improve memory - no matter if you feel good or bad while taking them.

Based on studies demonstrating that testing promotes better long-term retention than restudying (i.e., the testing effect), testing has been recommended as a powerful tool to boost knowledge acquisition in educational settings.

Do students really prefer repeated rereading over testing when studying textbooks? A reexamination.

Experimental studies have shown that testing promotes better long-term retention than repeated rereading. Regarding implications for educational practice, based on a survey study seemingly showing that students prefer repeated rereading over testing when studying [Karpicke, J. D.

Testing Memories of Personally Experienced Events: The Testing Effect Seems Not to Persist in Autobiographical Memory.

Numerous studies have shown that retrieving contents from memory in a test improves long-term retention for those contents, even when compared to restudying (i.e., the "testing effect").

Testing emotional memories: does negative emotional significance influence the benefit received from testing?

A large body of research shows that emotionally significant stimuli are better stored in memory. One question that has received much less attention is how emotional memories are influenced by factors that influence memories after the initial encoding of stimuli. Intriguingly, several recent studies suggest that post-encoding factors do not differ in their effects on emotional and neutral memories.